Strategies for ELD

1 Strategies for ELD.. Licensing terms at . Tulare County Office of Education, Visalia, California (559) 651 3031. This Collection of ELD Strategies was compiled by TCOE from the Snapshots and Vignettes within the California ELA/ELD Framework (2015). Strategy Description Example Name 5 Picture Retell Five pictures depicting key important events in the Use select illustrations from picture books that reflect key, story are used as visual cues to retell a familiar story. identifiable moments in text to guide a detailed retelling. Activating Prior With a focus on meaning making, students are Students use prior knowledge about a topic and use that Knowledge prompted to think about what they already know in knowledge in conjunction with other clues to construct effort to help them learn something new. meaning.

2 Aligning When posing a question for discussion and writing, Question: How are you courageous at school? Be sure to Prompts and teacher offers a coordinated response frame to provide a good reason to support your opinion.. Response support the use of particular grammatical structures Frames and vocabulary. ourageous . Response Frame: At school, I am c when/by _____. Align Verbs to Students are taught that the verbs we use serve Verbs used to identify, , is/are Function different purposes. Verbs used to classify, , has/have Analyzing Students engage in discussion around the language Example with complex sentence to understand chronological Complex of text. relationships between parts of a sentence: Sentences Before ____, _____. After _____, _____. While ____, _____.. Licensing terms at . Tulare County Office of Education, Visalia, California (559) 651 3031.

3 Assigned roles Students assume specific roles to actively engage in, Example: in Discussion help lead, and contribute to collaborative discussions. literature circle roles Summarizer Discussion Director Connector Literary Luminary (fiction) or Passage Master (nonfiction). Investigator Illustrator Vocabulary Enricher Changing the Students are taught that when we ask questions, the this . Is a [shape]? Order of Words order of the subject and the verb are reversed. This is a [shape] because it has [attributes]. This [shape] reminds me of _____ because it _____. Cohesion in Students are guided to notice how parts of text are Using words like: h owever, unfortunately, . consequently, . one, . Text connected using linking words and phrases, and how another, etc., to link sentence or paragraphs these words impact tone pronouns connecting back to nouns.

4 Licensing terms at . Tulare County Office of Education, Visalia, California (559) 651 3031. After reading a shared text, students work with Using a book with large pages that reflect key events of T he Collaborative teacher guidance, to retell a familiar story using props Three Bears and bear props, students work alongside Retelling and visuals. Teacher encourages the use of transition teacher to retell key events in the story using transitional words as the story retelling progresses. Teacher hen . words like t and next .. solicits student responses. Collaborative Students read with a partner and concisely Process: Summarizing summarize text together using critical content ho . Step 1: Find w what . or is most important in the section. vocabulary, but limiting summary to essential words. ho . Step 2: Find out what it is that the w what.

5 Or are doing. Begin in pair of two, but move to partnerships of 4 for Step 3: Use some of the most important words in the text to more practice. summarize the section in 15 words or fewer. (Summary can be more than one sentence.). roles for Groups: Comprehensive Teachers engage students in a multi faceted Rich literacy experiences, including wide reading &. Vocabulary approach to vocabulary instruction. reading aloud from a range of literary and Program informational text and discussions about text Explicit instruction of specific words Teaching word learning Strategies (word parts, morphology, context, cognates, reference material, etc.). Develop word consciousness by engaging in word . play and increasing awareness of interesting words Content Links Students find connections between familiar Each student receives one familiar (learned) content based vocabulary related to content learning, explaining how vocabulary word printed in large font on an 8 x 11 piece their words are connected.

6 (Our words are of paper. Students mix and mingle within the classroom to connected/linked/related because _____.) explain their word and how the word relates to the topic they've been learning about, stopping to talk to, and explain their word to, several classmates. Students are cued to find a classmate whose word is related to their own. Students pair up and articulate the relationship between their two words.. Licensing terms at . Tulare County Office of Education, Visalia, California (559) 651 3031. Conversation In partner and group discussions, students use I Moves conversation moves to extend academic talk. I agree/disagree . Conversation moves help students add to or For example,.. challenge what a partner says, question, clarify, Can you say that again? paraphrase, support thinking with examples, What do you mean by ?

7 Synthesize conversation points, etc. In other words,.. Expanding Students use coordinating conjunctions, prepositional Bees are insects. Bees make honey. Bees are insects, Sentences phrases, adverbials, and other parts of speech to and they make honey. construct compound and complex sentences. Bees are insects. Bees make honey.. hat . Bees are insects t make honey. The bee is flying. + with full pollen baskets, + around the flowers The bee with full pollen baskets is flying around the flowers.. _____. My favorite hero is _____ because _____. ____ was very courageous when _____. Explicitly Teachers use a routine for direct instruction of specific Introduce the word and it's place in the text Teaching words. Explain the meaning in student friendly terms Academic Contextualize what the word means in the text Vocabulary Give real life examples of the word being used in other ways Use visuals Guide meaningful use to practice using the word orally Ask and answer questions to check for understanding Extend by encouraging students to use the word as often as possible.

8 Licensing terms at . Tulare County Office of Education, Visalia, California (559) 651 3031. Frayer Model Students use a Frayer graphic organizer to support understanding of a key word or concept. Place target word in the center amid four surrounding quadrants to support different facets of word meaning. Histogram of As they read, students work to record ten important Each student selects their own list of words related to a text, Important words from a common text. The words will be charted recording one important word on each of 10 sticky notes. Words in a histogram (bar graph) to demonstrate frequency Each word that appears will become a column (bar) on the before using the most important words to construct a x . axis of the chart. Group charts the frequency of each word summary. selected to see which words were most important.

9 Ex: If four students select the word e rupt out of a passage on volcanoes, the chart would reflect e rupt with a column that is four sticky notes high. Class discusses why words were selected most often as important as a way to help summarize key ideas in the text. Class discusses what the words mean and how they're used and why they were selected. Students write one sentence summary about the passage. Inside Outside Students engage in conversation with diverse Students face partners from opposite circles, sharing and circle partners where the class is split into two groups. One explaining their thinking to one another. At the signal, group stands and forms an outside circle while the students on the inner circle are rotated so they are standing other group forms an inner circle with students in the opposite a new partner to provide another opportunity to inner circle facing the students in the outside circle as discuss.

10 Discussion process is repeated with multiple conversation partners. Inner circle is rotated to switch partners before students return to their seats. partners.. Licensing terms at . Tulare County Office of Education, Visalia, California (559) 651 3031. Interactive Teacher reads text aloud, modeling fluency and Chosen picture book lends itself to extend discussion, and is Read Alouds expression, inviting students to engage in extended appropriately complex. conversations in response to text dependent Text is read several times during the week, with different questions. Teacher uses strategically planned aspects of the text/story being addressed each day. stopping points to highlight vocabulary and prompt Vocabulary is addressed strategically, some being pointed student thinking and discussion about text.